Establishing Course Guidelines and

Expectations that Improve Student Success

and SatisfactionGloria J. Howell, M.S.Ed.

This is a reversible figure

Use something to get your

students’ attentionat the beginning of class

Back in the “olden days”Our students would make an appointment with us would come by the office called us “Dr.” or “Professor” now just email us with a “yo” or “hey”

yo prof, sup?i had 2 miss class yday cos my BFF & my GF

came 2 town hope this is OKBTW u can check my FB pg 2 c pics so u can c

i really was w/ them omg we had fun rofldid i miss anything important can u send me

the notes so i no what 2 do b4 next class mhm ill be there

Thx TTYL

To: gloria.howell@college.eduFrom: party.animal@aol.comRe: hey

Times have changed

Essential “E” Strategy Educate ourselves

They want to be

successful but aren’t quite

sure how

They are willing to work hard

As long as they get

something in return

You’re special!

They have been told

over and over

Essential “E” Strategy• Educate ourselves • Entice them

Learn their names

Make it your goalto know all of their names by Week 3 of the semester

Did you know…

Most people do not have a bad memory when it comes to remembering names….

They have bad listening skills!

Memory / Conversation starter activity

Use images!It helps our

memory

Use this with your students

Memory / Conversation starter activity Name plate House Kids playing Work glove Airplane Tennis rackets for wings Light bulb

Other ways to learn names History of a name New buddies Add a name Weekly quizzes Seating charts

More ways to connect Get signatures Stand up / sit down Balloon challenge Ask me anything 3 truths and a lie

Feeling connected is related to success

TWWA..……TAWWA

Teach While Walking Around

Take Attendance While Walking Around

Grab their attention

At the beginning ofevery class

Even

in youronline classes

Add Spark and Teach Critical Thinking Power point

4x4 / 50 word rule + images “Did you know…” History.com FunnySign.com Urban Legends

Fact or fiction contest Use noise makers and props Use music

Attention!

In Microsoft Word

•Insert

•Picture

•Clip Art

“SEARCH FOR” box

On this day in history…

Hank Aaron

of the Atlanta Braves hit his

715th career home run

breaking Babe Ruth's legendary record

April 8, 1974

Share pictures of yourself

Especially when you do something fun

This is my “grand” cat, Splash!

More ideas to add spark & connect Tell stories

Take them down the road Use teasers and hooks Ask questions / repeat their answers Intersperse videos, funny images Metaphors, analogies

Did you know…during a lecture Adult learners attention span is 15-20 minutes Best attention span is at the beginning Attention spans to 3-4 minutes by the end

Get them moving Change the furniture Stand up / sit down Agree / disagree Informal debate Go outside Take candy Newsprint & markers Sit on the floor Stand on a chair

Telling is Not Teaching

Hearing is Not Learning

Essential “E” Strategy Educate ourselves Entice them Expectations

It’s not all fun and games

Syllabus / Course RequirementsYou must decide what you want how you want it when you want it consequences

Be Specific

Class policies – specific expectations

Due dates Missed exams Attendance Tardiness

Gentle reminders

Be creative with assignments

Avatar Project Talk show host Develop game YouTube video Runshe’s Séance

Decide your objectives / Give specific guidelines

Essential “E” Strategy Educate ourselves Entice them Expectations Evaluation

Give feedback

“Not concise” “I don’t see that you addressed….” “It would have been better if you…” “I would have liked it if you….” “What I would have done differently is…”

Why did you give me this grade?

Rubrics

Dimension / CapabilityProficientPerformance3 pts

StandardPerformance2 pts

BasicPerformance1 pt

Non-Performance0 pt

Score

Course concepts Analyzes and synthesizes relevant course concepts

Summarizes and applies relevant course concepts

Mentions course concepts

Does not explain course concepts

1.

Specificity and support Provides clear, constructive examples from observed and real-life experiences

Provides some examples from observed and real-life experiences

Provides minimal examples from observed and real-life experiences

Does not provide examples

2.

Thoughtfulness Comments are articulate and show a high level or thought

Comments are communicative and show some thought

Comments are restrained and show minimal thought

Comments show no thought

3.

Responses to peers Responds to peers, relating discussion to relevant course concepts and consistently extends the dialogue through providing substantive feedback

Responds to peers without necessarily relating discussion to the relevant course concepts and provides acceptable feedback

Responds to peers without relating discussion to any relevant course concepts and/or provides minimal feedback

Does not respond to peers

4.

5.

Checklist: Critical Analysis Essay_____I. Introduction (10 points) Introduces the title and author of the article Presents a clear central theme / thesis

_____II. Short summary (10 points) Gives a very brief summary of the article Previews your argument

_____III. Body (50 points) Accurately communicates purpose and intent Arguments are clearly identified

More tips Info Sheet / addendum Point values Word count Submission format “How-to” list Where to focus Examples

No more excuses Consequences

Follow through no matter what No exceptions

Stop burning out Up front time No more excuses Just follow through Refer to syllabus Firm but fair

Their failure is not your failure

You are teaching responsibility

Student quotes

Essential “E” Strategy Educate ourselves Entice them Expectations Evaluation Empathy

• Many students have travelled great distances to attend our schools• Their backgrounds and customs may seem strange to us• English is their second language

Diversity is everywhere

Some of our students• grew up in poverty and in drug andcrime infested neighborhoods• are first generation students with little or no support from home to attend college

Some of our students

• became parents as teenagers• have caretaking responsibilities• have debilitating illnesses

Some have alreadywitnessed the tragedy of war

They don’t need us for the content…They need us for the relationship

Our studentswant to be challenged rewarded respected

They need clear expectations guidelines reminders

Our students

need us to connect with them talk to them listen to what they say allow them to show off praise them for what they do

Our studentswant us to understand them see them as special

Our students

want us to be a first-rate role model

Essential “E” Strategy Educate ourselves Entice them Expectations Evaluation Empathy Ethics

Leadership it is not what we do

but who we are

and how we live our lives

How do you live your life?

Can You Do It? Self-Assessment Are you organized? Do you get to class early? Do you know all of their names by week 3? Do you help your students meet your expectations? Do you relentlessly follow through with your own

policies and class rules? Are you excited about what you teach? Can you account for every point you deduct on a

paper, project, or essay? Do you ask your students for feedback about your

teaching? Do you make changes based on what your students

like and dislike? Do you use a variety of activities and change

activities every 20-30 minutes?

Scoring key

1-3 yeses – Check the resources to learn more and then start making changes in what you do

4-6 yeses – You are on your way to getting them to do what you want. With a little additional refinement, you will have them doing what you want

7-10 yeses – You are doing it! Your students probably do what you want

Essential “E” Strategy Educate ourselves

Entice them Expectations Evaluation Empathy Ethics Evaluation of you

Do you ask for feedback? College end-of-semester evaluations Design your own eval Have a meeting and ask them RateMyProfessors.com

Our studentsneed us to have our act together be organized, flexible know what we want

Our studentswant us to have high moral standards follow through with what we say we will do care enough to make it fun

That’s how to get your students

to do what you want Gloria J. Howell, M.S.Ed.